ASSESSMENT OF CHOLEN PROJECT IN CHITTAGONG HILL
TRACTS
Shahed Hassan
Consultant
TABLE OF CONTENTS
Page
Acronyms
Executive Summary
I. Context and Background of the study
1
Objectives of the study
Methodology of the study
Limitation of the study
II. CHOLEN and non-CHOLEN Schools
7
III. Progress and Output of the First and Second Phase Schools
13
IV. School Management and Community Involvement
22
V. GOB Linkages with the Project and Untapped Opportunities
29
VII. Partner NGOs and Education Project Management
32
VI. Project Strength, Shortcomings, Challenges and Opportunities
35
Conclusion and Recommendation
Annexes
References
ACCRONYMS
ATEO : Assistant Thana Education Officer
BBS : Bangladesh Bureau of Statistics
CHOLEN: Children’s Opportunities for Learning Enhanced
CHT: Chittagong Hill Tracts
CIPD : Center for Indigenous People’s Development
CM : Community Mobilizer
DC : District Commissioner
DPEO: District Primary Education Officer
ED : Executive Director
EFA : Education For ALL
FGD : Focus Group Discussion
GOB : Government of Bangladesh
HQ : Head Quarter
LO : Liaison Officer
MDGs : Millennium Development Goals
MG : Mothers Group
NFPE : Non-Formal Primary Education
NGO : Non-Government Organization
PNGO : Partner Non-Government Organization
PRA : Participatory Rapid Appraisal
PTA : Parent Teachers Association
PTI: Primary Training Institute
RMP : Road Maintenance Project
SMC : School Management Committee
TEO : Thana Education Officer
VGD : Vulnerable Group Development
EXECUTIVE SUMMARY
CHT Children’s Opportunities for Learning Enhanced (CHOLEN) is a CARE project sponsored by
USAID that was experimentally initiated in 2000 through a partnership arrangement with six
selected local NGOs. The project mainly aims to increase educational achievement among the
indigenous or tribal children, particularly the girls, in targeted communities. The project, in the first
phase, included 25 schools in Bandarban and Rangamati districts. The second phase of the project
embarked in 2002 extending activities in 180 schools. The present study has been commissioned to
assess the impact of the project in terms of enhancing enrollment of the tribal children of CHT,
particularly that of the girls. The study also focused on CHOLEN’s impact on the communities
where the schools are located, awareness among the parents and community members, performance
of the students and teachers, school management committees and other bodies, and roles of partner
organizations in delivering the required input.
The study followed a multi-method approach to address the above issues. A total of 10 schools from
three hill districts were visited and a substantive number of sample students were interviewed. In
depth situation analysis in exploratory nature was carried out with school teachers, members of
school management committees, members of parent teacher association, mothers groups, community
members, government officials and field staff of the Partner NGOs and the concerned project
personnel of CARE.
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Major findings of the study show that the CHOLEN schools go beyond classroom teaching. The
activity-based teaching and learning method gives opportunities to learn through practicum. The
teachers do not limit their services within the school premises but involve the parents and the
community members in achieving the goal to educate the entire community through the schools. In
this regard strong mobilization work by all the stakeholders in schools management and PNGOs
take every effort to develop a sense of awareness among potential parents for education of their
children, regular schooling and learning achievement. In doing so, the entire community comes into
the picture with specific roles and responsibilities.
The School Management Committees (SMC) and Mothers Groups (MG) are highly committed to
ensure proper functioning of the schools, increase the enrollment totals for girl children, monitor
regular attendance of the students and teachers, and provide all possible assistance in this regard.
However, the Parents Teachers Associations (PTA) was found relatively not so effective and unclear
about their role. Occasional visits of the government officials are an added strength for achieving
desired goal of CHOLEN.
The strong commitment of the PNGOs and the concerned project staff personnel is simply
commendable. Due to their strong monitoring and supervising role the project has been able to
create an environment that enhances education for the children even in extreme remote areas.
The study also examined the physical facilities and other supports available in the schools and noted
that most schools face a crisis of classrooms. All the schools have libraries and educational
materials, but textbooks are not made available in a timely manner. Though the medium of
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instruction is Bengali the tribal students face problems in understanding and must solicit help from
the teachers to translate into their native dialect. There are open spaces in most of the schools where
the children play but toilet facilities need to be improved.
The students and also the teachers who commute from other places face serious problems of
mobility during rainy seasons.
Frequently, the schools remain closed for different tribal and non-tribal festivals, which obviously
disrupt continuation of academic activities. Beside, the jhum children remain out of school for a
couple of weeks when they must accompany their parents in the field. However, in some cases the
SMC and MG members help the jhum children to stay with them when the parents are away.
The major concern that was repeated involved the possible withdrawal of USAID support for the
CHOLEN project. This concern is notable because during the initial phase of the project it had not
been an easy task to motivate the parents and communities for schooling of the children. When
CARE first started to work in the communities the continuation or closing of the project was not
taken seriously, rather they held an indifferent attitude towards education. That the communities are
now concerned about the status of education demonstrates the positive impact of the project. The
community dwellers have become further concerned as the government is doing nothing or very
little to promote education among the tribal children of CHT, particularly in hard to reach areas.
This leaves the communities without any option for obtaining the education of their children, to
which they are entitled. The teachers, students and parents are now undecided about the future of
the schools and education of the children. A few schools, particularly the community schools, were
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found prepared to sustain their operations for a few months with minimum support from the
members of SMCs, MGs, parents and other members of the communities. In case of prolonged
crisis the trained teachers may opt for other established schools and that would have an adverse
impact on the CHOLEN schools. Withdrawal of support might also be expected to affect CARE’s
image in CHT.
The study strongly puts forward specific recommendations for consideration. CARE’s urgent action
is needed to continue the CHOLEN project. Until regular funding is available from CARE the
SMCs, MGs and PTAs can explore possibilities of supporting the schools, even at minimum
expenses. The School Management Committees, in collaboration with the PNGOs, are to negotiate
with district and thana education offices to obtain registration and timely availability of books. The
communities have a strong role to influence the government to come forward and take some
responsibilities, if not all, so that whatever achievement has been made does not go in vain.
The holidays and vacations of the school calendar need to be adjusted according to jhum season, so
as to avoid prolonging the absence of the jhum children.
The trained teachers can impart their skills to educated unemployed persons in the community and
that would fill the gap if trained teachers’ move to other schools or vocations.
Usage of native languages is essential but too much dependence will delay the process of
mainstreaming and, therefore, the concerned teachers are to be careful in this regard. The most
appropriate strategy would be to follow the design developed by CARE/PNGO to gradually reduce
use of native language on the basis of time allotted per class.
I. CONTEXT AND BACKGROUND
01. Bangladesh has a strong national commitment to ensure Education For All (EFA) without
discriminating against any citizen on the ground of religion, race, caste, sex, or place of birth.
Congruent with this the Government’s formal educational institutions and non-formal initiatives by
Non-government Organization (NGOs), local, national and international, are trying to achieve the
EFA goal within shortest possible time and to include maximum number of the under privileged
children living in hard-to-reach areas with varied cultural and ethnic background.
To this end, CARE Bangladesh has also identified education as one of the priority areas for
development and is geared to expand the education sector to improve quality of basic education with
access, equity and governance in its central foci. Accordingly, CARE is currently implementing two
projects: a) CHT Children’s Opportunities for Learning Enhanced (CHOLEN) in the Chittagong Hill
Tracts; and b) School Effectiveness Through Union Parishad (SETUP) in Rangpur and Gaibandha..
02. The CHOLEN project on primary education aims to increase educational achievement among
indigenous or tribal population, especially girls, in targeted project communities. A critical but
interesting element of the project is the focus on developing a process-oriented culturally relevant
and socially responsive curriculum. The task is not simple as the families of focused children live in
extreme hardship, afflicted from forced settlements, displacements and armed conflicts. Added to
this there are several administrative and political units with loose or no collaboration and
coordination. In such a situation, the children are engaged as adults in cultivation, cooking,
2
gathering fire wood, fetching water, weaving cloths, repairing houses, rearing animals and looking
after young ones (www.newhorizons.org/trans/international/chowdhury.html). As regard the
enrollment status of primary education, the CHT tribal children remains far away from the Bengali
children in the region i.e. 22% against 87% respectively ( Nath 2001 and Suttar 2000). Against this
backdrop, it is much difficult to bring this marginalized children under the framework of education
as against those living in other parts of the country. And CHOLEN, in May 2000, started its
operation with 25 schools (Phase I) and later expanded to 180 schools in 2002 (phase II).
03. After a series of dialogue, negotiation and interactions with the major actors of actors in the CHT
and Government line agencies CARE Bangladesh identified potential Partner NGOs (PNGOs) to
locate project sites and enhance capacity building. The first phase of the project selected 25 schools,
including 17 non-functioning and semi-functioning government and non-government schools (5
government schools, 7 registered non-government, 3 non-registered community schools and 2 NGO
schools), so as to work within the formal mainstream school system to improve quality of education.
Non-functioning of schools were defined as schools having existing infrastructure or exist on paper
only, but in reality are not functioning at all. Teachers may be assigned and receiving salary
payments from government or other sources, but are not attending the school for most of the year.
Often they live very far away and come only to keep the outward appearance of the school. The
semi-functioning schools are slightly better off in that the teachers are attending school but for only
about a week or so per month. But in both these categories there is virtually no learning taking place
(Monica Gomez 2001).
3
04. Hence, initially the project had setup new schools on the basis of community need, identify nonfunctioning and semi-functioning schools, examine socio-cultural and political dynamics that can
allow a relative friendly environment, representation of most ethnic groups of 3 hill districts,
selection of PNGOs and ensure capacity building. Considering the above factors, the project
constructed 8 new schools, made major renovation of 5 schools and minor renovations of 12 schools.
Receiving commendable appreciation from the target population and a good number of request the
project entered into the second phase incorporating 180 schools. Strategically, 60 schools were
treated as primary target by making provision of intensive support and monitoring and 120 as
secondary i.e. providing teachers’ training and teachers’ guide on child-centered teaching-learning,
and organizing cross visits and workshops.
05. At the moment, CARE Bangladesh has a tentative plan to withdraw its support from the
CHOLEN project and, therefore, has initiated this assessment study prior to reconsidering any future
intervention.
OBJECTIVE
06. CARE Bangladesh has commissioned the present assessment exercise of CHOLEN project to
document the learning experiences and human interest stories in connection with CHOLEN activities
in the CHT and recommend on possibilities and challenges of the project strategy in other education
program.
4
To this end, the following specific objectives are expected to be addressed :
a. comparative assessment of CHOLEN schools with a sample of
non-CHOLEN schools in terms of education indicators, learning achievement and
equity (gender and ethnic);
b. comparative assessment on progress and output of the project between
schools of the pilot phase in 2001 and those later incorporated in 2003;
c. in depth analysis of school management, community involvement and
contribution, gender equity and results of project input;
d. assessment on GOB linkages with the project and untapped opportunities;
e. assessment on project strategy --- strength, shortcomings, challenges and
opportunities --- considering the situation and context of CHT; and
f. assessment on capacity of partner NGOs in terms of managing education
project.
METHODOLOGY
07. Study Design: The study aimed to explore the existing status of primary schools for the tribal
children under CHOLEN project of CARE, success achieved, constraints encountered, impact on
communities and other issues related to school management. Therefore, in-depth situation analysis
in exploratory nature was carried out with the school management authority, teachers, parents and
key informants. The nature of the study required both primary and secondary information
08. Study Area: The study area covered different thanas/upazillas under three hill districts i.e.
Bandarban, Rangamati and Khagrachari, inclusive few extremely hard-to-reach places where
significant numbers of tribal communities reside and CHOLEN schools are operating. For data
5
collection, selection of primary schools for the tribal children were done considering the number of
different tribal communes through reviewing secondary information, discussion with PNGOs and
other concerned persons. Beside CHOLEN schools, selected government schools were also visited.
A total of ten schools ( see Annex 1 ) were visited during the entire field data collection exercise in
3 hill districts that took about two weeks.
09. Data Collection Procedure: The two sources were followed to collect information for the
exercise. Primary Source: In order to comprehend performance, quality of teaching, students
ability to understand, ethnicity, involvement in other activities and community role a simple
questionnaire was administered among school teachers and students. Further, qualitative data was
obtained through a PRA method, specially the Transect Walk i.e. exchange experience sharing with
the School Management Committees, Parent Teachers Association, Mothers’ groups, concerned
PHNGO staff and CARE personnel. Beside, direct observation was imperative to assess
infrastructural facilities, locations and understand teaching methods. Focus Group Discussion
(FGD) helped to generate required information from community members while they freely and
spontaneously talked about children’s education related issues and concern.
10. Secondary Source: Data on tribal population, primary age children, drop outs and educational
status of the tribal population were collected from BBS publications, reports of CARE and other
NGOs, international agencies and research
organizations.
6
11. Data Analysis: Information derived from primary and secondary sources have been analyzed
from a qualitative perspective. However, quantitative information have also been used as and where
warranted and to substantiate qualitative data.
12. Limitation of the Study: Two long vacations i.e. Ramadan and Kothin Chibur of the Buddhist
community affected the field work, particularly school visits. Beside, sudden deterioration of
political situation in Bandarban and Baghaichari disrupted field visit schedule and some of the
remotely located schools could not be visited. Also, to avoid any unwanted situation field visits at
certain places had to cut short for safe return to district head quarters. Nevertheless, substantive
information was collected from conveniently located schools.
II. CHOLEN and Non-CHOLEN Schools
13. According to Bangladesh Bureau of Statistics (BBS, 1994), a person is considered
literate if he/she has the ability in reading and writing a letter. And if none of the
members (aged 7+) of a household are literate and the school-aged children (6-15 years)
are out of school, the household is considered as ‘educationally in dark’. Using this
definition Samir Ranjan Nath (2001), an eminent researcher on tribal education in the
CHT, noted that number of male of 47.4% of the households and number of female of
65.6% of the households are able to read or write a letter. And 31.4% of the households
can be considered as ‘educationally in dark’. CARE’s livelihood assessment in CHT
(1991) also shows the level of education as very low. The assessment found that the
children’s school attendance and retention rates were no so encouraging, especially for
girls in many parts of CHT. The livelihood study served as a major driving factor to
initiate CHOLEN project to enhance the educational achievement of indigenous children,
especially girls in primary school of CHT. CHOLEN has three specific objectives: (a)
increase access to basic education for the poor and marginalized children, especially
girls; (b) improve quality and relevance of basic education; and (c) enhance the education
system through increased accountability and capacity building.
14. Strategically, CHOLEN project of CARE gives emphasis on community
participation, ownership in education management and partnership approach. The
project, in two phases (phase I: from May 2000 and Phase II : from August 2002)
8
supports a total of 180 schools, 60 as primary and 120 as secondary targets. CHOLEN
project has six partner NGOs for implementation of the school program and these are
(1) GRAUS, (2) Green Hill, (3) MROCHET, (4) TAUNGYA, (5) CIPD, and (6)
ZABARANG.
15. This assessment part of the report has given special focus on educational indicators,
learning achievement and gender and ethnic equity. In doing so, the educational
indicators that were used include teachers educational background, training received,
length of service, work load, method of teaching, students performance evaluation
techniques, quality and appropriateness of reading materials, drop out and retention, extra
academic activities of the students and specific suggestion to improve educational status.
In this regard, the students were also asked to respond questions related to their
understanding capacity, problems encountered in learning, performance in the
examinations, attendance, extent and types of cooperation received from the teachers,
parents, community and class mates. Gender and ethnic equity issue was examined from
ethnic identity of the students, religion, mother tongue, medium of instruction and
problems encountered, difference between male and female in terms of performance and
seriousness. Last, but not the least, impact of CHOLEN schools on the communities and
above all attempt has also been made to make a comparison between CHOLEN and nonCHOLEN schools with reference to selected indicators.
9
16. To obtain the above information, a total of 18 (10 male and 8 female) teachers and 28
students were interviewed from 8 CHOLEN schools. For comparison purpose 2 nonCHOLEN schools were also visited. Regarding socio-cultural and educational
background of the teachers, it has been observed that 10 teachers are with SSC level of
education, 5 have completed HSC and 3 are graduates. As to their ethnic background, 7
belong to Chakma community, 5 are from Tripura, 5 Marma and 1 Mro. Most of the
teachers interviewed are Buddhist, 5 Hindu and 1 belong to the Krama ( an indigenous
religious group). While looking at their service length it was noticed that 7 teachers are
engaged in the occupation for less than 2 years, 8 teachers were found having 2-3 years
of experience, 2 teachers are in the occupation for about 10 years and 1 is engaged for 12
years in teaching profession. Except one, who has recently joined, most teachers have
received several types of training i.e. certificate in education, teaching training and
activity based teaching method. The status of the teachers in terms sex, education, ethic
background, religion and length of service can be seen on a table in Annex 2.
17. While looking at their workload, it appeared that each teacher has to take at least 6
classes a day, each with 40 minutes duration, for 6 days a week. And some of them
commute from far distance. The teaching methods applied in the classes are class room
lecture using activity based technique, question-answer and home tasks. Beside question
and answer, weekly, monthly and quarterly exams are the tools for performance
evaluation of the students. Only one school (Tholipara Community School in
10
Khagrachari) had a dropout case due to extreme poverty in the family. The child was
forced to work as household servant to support his parents.
18. Another school, Baitta para community school in Bandarban, was found to have lost
20 students due to transfer of a teacher. These students from far away used to live at
residence of the teacher. As the teacher joined another school the students also left to live
with him. However, this cannot be treated as dropout in strict sense since they did not
discontinue education but surely evinces the fact that some teachers do mean
indispensable for certain schools.
19.. A total of 28 students (11 male and 17 female) from different classes of the schools
visited were interviewed to know their understanding of the lessons taught and was noted
that for all of them strongly feel the use of mother tongue as imperative. As the students
are to read government supplied books and those are not culture specific there are
difficulties in understanding certain topics with which the tribal children are not familiar.
However, both the students and teachers have made specific comments on couple of
books that the student find difficulties in comprehending and seems of high level given
the understanding capacity of the pupil who come mostly from families ‘educationally in
dark’ . The difficult books, according to the teachers and students, are Bengali of class I
and II, Mathematics and Science of Class IV and V and English of Class III and IV.
Questions on regular attendance of classes were answered positively. A few cases were
found absent in the week proceeding the day of interview and the reasons cited include
11
helping the parents in jhum for one day, illness, to look after the siblings while parents
were in the field and for household activities. However, a good number of students who
commute from far are forced to remain absent during rainy season.
20. Although the teachers stated a warm student-teacher relationship several students
presented a different report. Physical abuse, scolding and other types of punishment are
often applied in case of absence, not completing home tasks and failure to answer
questions asked in the class. The SMCs needs to look into the matter seriously to avoid
development of any phobia about schooling and, more particularly, about education
among the students who come from socially and economically disadvantaged families
and communities. Nevertheless, the students opined that commendable encouragement is
received from home and community members. Again, the SMC and MG members
deserve due appreciation for creating such a favorable environment at home and in the
community with their awareness and motivational campaigns.
21. Two non-CHOLEN schools, one in Khagrachari and the other in Bandarban, were
visited to observe if there is any difference with the CHOLEN schools. The nonCHOLEN schools obviously have better infrastructural and other facilities. The teachers
are more educated and have received adequate training. However, as per government
rules most of the teachers hail from other places and, therefore, have little concern or
understand that a primary school has all the potentials to indirectly educate a community
where the school is located. Beside routine work the teachers have little or no
relationship with the community SMCs and PTAs of the schools simply ornamental
12
bodies. There are unconfirmed reports of tenant-teacher practice in some schools where
the actual designated teacher hardly visits the school and has managed a proxy teacher
with less qualification and training in lieu of small financial benefit. Unlike CHOLEN
schools there is a serious dearth of close monitoring of performance of the teachers and
students.
22. The District Primary Education Officers and the Thana Education Officers or their
assistants occasionally visits the government schools and use prescribed monitoring
format without obtaining any in depth information from the parents and the community.
Since most non-CHOLEN schools have mixed ethnic students and the teachers are also
with different background the use of students’ multi lingual mother tongues are not used.
Also unconfirmed, there are reports of showing a high level of performance of the
students only to keep government support continues. Nevertheless, the government’s
stipend program allures the students of CHOLEN schools. Though the basic starting
salary of the CHOLEN teachers is much higher (Tk.2600 per month) as against the
government teachers (Tk.1900 for untrained and Tk.2100 for the trained) the take home
money, inclusive other benefits, of the government teachers is much higher and that
draw attraction of the CHOLEN school teachers. In case CHOLEN project embarks on
further support these two factors deserve address to avoid any disappointment among the
high caliber students and quality teachers.
III. Progress and Output of the First and Second Phase Schools
23. The pilot phase of CHOLEN that started in 2001 was designed to improve the right
of access of the tribal children to primary education, improve the quality and relevance of
basic education, improve the capacity of civil society organizations to effectively identify
and address issues affecting the provision of quality basic education, mobilize broadbased constituencies to support and advocate for primary education in mother tongue,
strengthen the performance of Government institutions to promote quality basic
education, and enhance CARE’s institutional capacity in education programming.
With partnership of six local NGOs the project selected 25 schools from Bandarban and
Rangamati districts. A total of 46 teachers (24 male and 22 female) were recruited from
different ethnic communities and enrolled 1316 students (39% girls and 61% boys). The
pilot phase schools include 5 in Ruma thana and 6 in Bandarban sadar thana and 5 in
Rowangchari thana under Bandarban district. In Rangamati district 5 schools from
Bilaichari and 4 schools were included in the first phase of CHOLEN project. Pupils of
these 25 schools represented at least 9 ethnic minority groups.
24. The six PNGOs and the number of schools under each responsibility are : TOYMU (5
schools), Green Hill (5 schools), MROCHET (2 schools), GRAUS (4 schools),
TAUNGYA (5 schools) and CIPD (4 schools).
25. The second phase of CHOLEN project started from August 2002 with three specific
objectives i.e. improve access to basic education for the poor and marginalized,
14
especially girls; improve quality and relevance of basic education; and enhance the
education system through increased accountability and capacity building. The second
phase of the project encompassed Khagrachari district that was not included in the first
phase. Inclusive 25 schools of the first phase the second phase of CHOLEN has 180
schools, distributed as 97 under Bandarban, 68 under Rangamati and 15 under
Khagrachari districs. The second phase of the project has equal number of PNGOs, but
TOYMU was replaced by ZABARANG. The number of schools under these PNGOs are
TAUNGYA (30 schools), CIPD (15 schools), Green Hill (60 schools), GRAUS (45
schools), MROCHET (15 schools) and ZABARANG (15 schools).
26. The second phase of the project has also classified the schools, in terms of input, in
two categories i.e. Primary Target (60 schools) and Secondary Target (120 schools).
Accordingly, the total number of enrollment has increased to 15,232 in 2004.54.7 % are
boys against 45.3% girls.
27. It is obvious that there has been a significant increase of girl students in the second
phase of the project. The number of teachers has also increased to 72 (40 male and 32
female).
28. Based on the innovative inputs and enthusiastic response by communities for about
three years it is hoped that the first phase schools would have achieved a better
performance level. Nevertheless, for practical purpose a comparison has been made
between 4 first phase and 3 second phase schools. The first phase schools visited are
15
West Khedarmara Primary School, Tangun Mukh Primary School under Rangamati
district and Bighna Shen Para Primary School, Baitta Para Community School and
Khamong Khawa school of Bandarban district. The schools of second phase selected for
comparison were Rowa Shaya Primary School and Tholipara Community Primary
School under Khagrachari district. Annex 3 shows a table of schools visited by districts,
PNGOs and the targeted ethnic communities.
Schools under Phase I of CHOLEN:
29. Tanbun Mukh Primary School of Baghaichari, Rangamati is located in a very hard-toreach area. The school has four teachers including one female teacher. Two of them are
working since it was established as a community school in 1996. The community pays
salary of two teachers and the other two receive from the project. Three of the four
teachers have received training on Activity Based Teaching from CIPD/CARE and the
Head Master, Mr. Probir Mitra, a bachelor degree holder has received training on
Certificate in Education from PTI, Chittagong. According to the teachers, there was an
alarming rate of dropout in the school and that has been totally arrested after the school
was taken over by CHOLEN project. This could be possible mainly because of strong
motivation work undertaken by the CMs and LOs of PNGOs at the initial stage and
eventual support received from the parents, SMCs and MGs. Also, there was less
representation of girl students and the situation has improved to almost equal ratio. It was
further reported that over the years the strong role played by SMC, MG and CIPD staff
16
could get children from 37 families of two villages, one is quite far from the place. The
school building has 3 tin roof rooms with bamboo wall and earthen floor. There is a big
play ground and the school provides playing equipments. Though hailing from poor
families most students were found wearing school uniform. There is no electricity and
no separate toilet for the teachers. The students face serious problem in commuting
during raining season. They even have to swim to cross the canal when water level goes
up. The School Management Committee strongly feels that a simple bridge will help
them overcome the problem. The SMCs, PTAs and MGs were found committed to see
survival of the school through taking care of one or two teachers with accommodation
and payment in kind.
30. West Khedarmara Primary School, another non-government school in Baghaichari,
was established in 1994 with local initiative. Though quite far from the upazilla
headquarter the school can be reached by mechanized boat in one hour and 45 minutes.
Initially there were two community teachers, but upon entering into first phase of
CHOLEN project the school has 3 qualified teachers. There are about 150 students from
3 catchment areas with equal gender representation. The school has a very strong SMC
and the role of MG is also commendable. Unlike the Tanbun Mukh school the West
Khedarmara school has improved physical facilities. It has recently received a donation
of Tk. 600,000 from Mr. Moni Shwapan Dewan, State Minister for CHT Affairs, while
he visited the school. It appears that the local residents, SMC members will be able to
17
continue operation of the school, though not at the pace of present status, in absence of
CHOLEN.
31. Khamong Khawa Primary school in Bandarban, is under the Phase ! of CHOLEN
project. The school has 74 students (38 girls and 36 boys) and 35% of them belong to
baby class. There are only 2 students in class IV. The schools has two female teachers,
one of them receives salary from CHOLEN and the other from the community. Since
both of them are from distantly located places they are given accommodation in the
community and two squares of meals. During visit the students were found well
disciplined and serious about their study. Infrastructural facilities of the school was
found to be poor, the rooms had no ventilation and inadequate sun light. The students and
teachers use the same toilet and small play ground is often used as class room.
Nevertheless, the SMC and MG members were concern about the problems and thinking
ways to improve. The school has drawn students from two catchment areas where there
are about 150 prospective students. The SMC and MG members were reported donating
Tk.10 per month in a common fund so that they can take the responsibility of the school
and arrange food, lodge and a minimum pay for at least one teacher in absence of outside
funding.
32. Bighna Shen Para Primary School in Rowangchari thana of Bandarban district was
also noticed delivering quality service to the students and the surrounding ommunity.
The teachers, 4 in number and two of them are female, have received Activity Based
Teaching training from GRAUS/CARE. The school serves 2 catchment areas of Chakma
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and Marma community. The number of students exceeds 100 and the gender equity is
was found satisfactory. Mr. Bighna Shen Cakma, SMC president and local karbari, and
his committee members and members of MG have already discussed the issue
maintaining the school with minimum number of teachers, with the help of the guardians
and local elites. It was interesting to note that the students of the school, in collaboration
with the teachers, have formed a clean environment body for cleanliness of the school,
their homes and the community.
33. Baitta Para Community school of Bandarban sadar was the only school that was
observed to have one teacher, Mr. Ringlot Mro, for 47 students in different classes. The
school was initially built by World Vision and later on handed over to CHOLEN. The
Mro community in the area, possibly the most destitute among all the ethnic groups, is
the lone beneficiary of the school. With patronization from government the school has
ample scope to increase existing enrollment status as the structural and other physical
facilities are very improved. A strong SMC, MG and PTA can take adequate steps to
generate local funding and thereby keep the school functioning.
34.. Though the project has devised a unique language matrix to minimize usage of native
language through phases, as shown below, it was found that the Baittapara school is
trying to follow it strictly.
19
Language Matrix to Minimize Usage of Native Languages through Phases
Classes
% of use of Mro Language
Baby Class
95%
Class I
85%
Class II
75%
Class III
55%
Class IV
Class V
45%
25%
35. Though difficult to implement by one person use of the matrix shows seriousness of
the teacher, his understanding of practical problem and having potentials for innovative
ideas. Baitta Para is one of the oldest schools of the MRO community in Bandarban
sadar and its continuation is essential for greater educational interest of the community.
Schools under Phase II of CHOLEN:
36. The Tholipara Community school in Khagrachri is serving the very poor Tripura
community in the area. The school has two male teachers who remained unpaid till
incorporation in the second phase of CHOLEN. There are 118 students (66 boys and 52
girls) in the school from 93 families in the catchment area, of which 47% are enrolled in
baby class. The school has inadequate physical facilities. The rooms thatched, no toilet
20
facility and the poor parents cannot afford uniform for their children. One case of
dropout was reported in class IV. The Child was compelled to leave the school to work
as servant to support his parents. The SMC and MG members donate Tk.15 and tk.10,
respectively to meet any unwanted situation. And are desperately waiting to get
government registration, for which there is always a remote chance.
37. Rowa Shaya Registered non-Government Primary School of Khagrachari has well
trained teachers who rendering education to more than 100 Marma and Chakma students.
The majority of the students are girls and 2 cases of dropout were reported due to poverty
in the families. The SMC and MG members are highly motivated and makes home
visits to ensure regular attendance of the students and stop any further dropout. The
infrastructural facilities, library, games and sports are up to satisfaction. The SMC and
MG members strongly believe that pre-schooling at home will further improve the
educational situation in the catchment area.
38. It may be concluded from the above two scenario that the phase one schools have
certain advantages over the phase two in terms of retention and minimizing dropouts. A
strong management capacity, motivational and advocacy activities are also noticed and
that too was possible due to learning experiences over the years in the first phase. For the
first phase schools, a strong local leadership, both among SMC and MG members, has
emerged and interest of the parents for children’s schooling, particularly for the girls,
increased to a large extent. Equally, the schools with the help of PNGOs could arrange
necessary training of the teachers in the firs phase that serves as added input for
21
delivering quality education. The schools like Bighna Shen Para of Bandarban and West
Khdarmara have developed a strong commitment for keeping the schools operative.
Accordingly, the concerned residents and parents of the pupils have given advance
thought for mobilizing resources.
39. The newly incorporated schools under the second phase of CHOLEN are still in the
process of creating a dent in the ‘educationally in dark’ families. Poor physical facilities
are quite visible and gender equity is yet to be achieved. The members of SMC and other
committees are not clear about the roles. The Baitta para school of Bandarban has little
survival scope due to shortage of teacher, less concern of the local people and extremely
disadvantaged economic condition of the parents. The one commonness among the
schools of both phases is the aspiration to get government registration.
40. It is needs to be mentioned that CARE’s own assessment (2004) of the stated schools,
based on physical facilities and learning achievements, largely matches with the
observation made in the present study.
IV. School Management and Community Involvement
41. All the 180 schools under CHOLEN project are under six PNGOs. There are 60
schools under Green Hill, 15 under MROCHET, 45 under GRAUS, 30 under TAUGYA,
15 under CIPD and another 15 schools are under ZABARANG. Though the PNGOs are
primarily responsible for the schools, each school has its own management committee
SMC), Parent Teacher Association (PTA) and Mothers’ Group (MG) with defined
responsibilities. Each SMC consists of 11 members with representatives from
parents/guardians, teachers, local government and the Head Teacher. In principle, the
SMCs are entrusted with the functions of managing and supervising the school affairs,
ensure attendance of students and teachers and devise and execute school development
plans. A list of SMC, MG and PTA members along with others concerned persons is
given in Annex 4.
42. When CHOLEN first started to work with the communities it was difficult to make
the residents understand why the different management committees are needed and what
they are expected to do. In fact, the PNGOs played a vital role in mobilizing the
community. Field observation has found that the SMCs of the sample schools, except
that of Baitta Para School in Bandarban, are now well aware of their responsibilities. The
president and members of the SMCs, beside emergency calls, meet once a month and
discuss issues that need both short and long term interventions. The SMC members were
found closely monitoring presence and performance of the teachers and students. The
members also take initiative to arrange free accommodation, in some cases food too, for
those teachers
23
who cannot commute from distant places. The Bighna Shen School of Roawngchari and
Kamong khawa School of Bandarban may be cited as very good examples in this regard.
The SMC members were also found taking active part in school renovation works and
undertaking responsibilities to contact government line agencies to obtain books for the
schools. In few schools the PNGOs recruited qualified teachers on the basis of SMC’s
recommendation. Beside school management functions, the SMC members directly take
part in arranging national events and annual sports. SMC members of Durchari Primary
School the SMC members were found forming a sub-committee to maintain law and
order in the area.
43. CHOLEN’s strategy for formation of Mothers’ Group was to enable the local
women taking leadership roles in the provision of quality education and other
development initiatives. The MGs were observed emerging as strong groups to promote
children’s education, particularly for the girls. The members make home visits to
encourage the families in this regard and have achieved significant success. For greater
role of the MGs the CHOLEN project has made training provision and that has also made
them more responsible. The MG members hold monthly meetings to review their
activities and accomplishments. They also attend SMC meetings to report their activities.
In short, considering economic hardship and involvement in gainful works the role of
MG members deserves due appreciation.
24
44. Parent-Teacher Association, another stakeholder in school management, could not be
found in most cases. They were either in the field or were represented in other bodies i.e.
SMC or MG. A few PTA members, available for interview, were found unclear about
their role. Except the number of PTA members and name of their president, they could
hardly specifically report any significant role played by them in school management or
related functions. Nevertheless, the PTA members were found concern about children’s
regular attendance and apprehensive about withdrawal of CHOLEN support.
45. Community involvement and contribution was examined from in depth discussion
with school teachers, students and SMC members. The school teachers, who live within
the communities, were highly appreciative about concerned community members as they
volunteered to arrange accommodation and food. Such support also helped the teachers
to make home visits to inquire about their students in case some one is absent for
subsequent days. The role of certain affluent community members was also explicit in
donating piece of land for school building and it happened in most cases of community
schools. And , as reported by PNGOs, every CHOLEN community school has found the
means to continue supporting at least one of its teachers.
46. Though CHOLEN mainly advocates use of local language in classroom, recruitment
of local teachers, use of activity-based pedagogy, text books for community schools and
25
regular attendance of teachers the project also specifically aims to promote gender equity
based basic and primary education. To this end, the project organizes community
workshops, meet with SMC and other groups, improve physical facilities, improve
learning environment, introduce activity based learning, teachers training, promote
indigenous language and culture and establish linkage with GOB line agencies. All these
inputs are delivered through liaison officers and community mobilizers of PNGOs and
CARE project managers, field facilitators and HQ representatives make sure of timely
and quality delivery of the inputs through regular field visits and monitoring.
Nevertheless, the awareness, motivation and commitment of the community members
and the management committees contribute equally in making optimum use of the key
activities of the project.
47. As regard gender equity the project has already achieved considerable success since
there are 54.7% male students as against 45.3% female in 189 schools. A few schools
were found having more female students than their male counter part, for example
Khamong Khawa Primary school has more female students than the male. In other
schools a marginal difference was noticed.
26
48. The dropout case is almost nil as against 33% national average dropout rate in
primary schools. This achievement could be possible due to close monitoring by the
mothers’ groups (MG) and SMC members. If a child remains absent for consecutive 3
days the MG and SMC members make home visits to reveal the cause(s) from the
concerned parents.
49. It needs to be mentioned that the Parent Teacher Associations (PTA) were not found
playing any significant role compared to MGs and SMCs. And in most instances some
parents were found also members of MGs and SMCs, hence such an overlapping role the
members was not helpful in the emergence of PTAs as strong stakeholder. As regard
inclusiveness, no significant difference between enrollment and performance of the male
and female students could be observed. The gender ratio of enrollment is almost equal as
it is in other parts of the country. However, the teachers acknowledged the girls as more
serious about their studies but no gender difference in examination result was noticed.
50. The community mobilizers and liason officers of PNGOs were reported to conduct
periodic community workshops, even at places where couple of hours walk is required to
reach. Beside, it is mandatory for all the school teachers to attend monthly workshops
held at PNGO offices. These workshops do have a positive impact in creating awareness
and activate the stakeholder groups. However, the PTA members were found not so
organized and active and the reason may be due to their unspecified role or similar roles
are being played by the SNCs and MGs.
27
51. The CHOLEN schools have been successful in reducing absence of jhum children.
For strong advocacy and motivational campaign of the MGs and SMCs the jhum parents
leave their children with the grandparents so as their schooling is not affected. In a few
unavoidable cases, the teachers either give advance lessons prior to their remaining
absent or compensate with additional tasks upon their return. But such cases are very rare
now a days.
52. The CHOLEN project has delivered, where necessary, modest physical facilities.
However, the safe drinking water and adequate toilet facilities are yet to be available in
some of the schools visited (example: Tanbun Mukh Primary School in Baghaichari).
Though playing equipments have been made available, most school do not have any
musical instruments. The libraries in all the schools were found having good number of
books and furniture, including water filters, is just barely enough. It needs to be
mentioned that these provisions were made above and beyond the project’s core
objectives; CHOLEN’s emphasis on developing community institutions made it possible
for even these modest improvements to occur.
53. Teachers training, a regular input from CHOLEN, has made commendable success.
All the teachers of CHOLEN schools were found applying the activity based teaching
learning method using locally available resources. And this has also made the students
familiar with eco-specific flora and fauna.
54. The PNGOs admitted that promotion of indigenous knowledge and culture, another
important input, is a difficult task as there are diverse cultural groups. The teachers (if
28
can speak local language) often use native languages whenever the students face
difficulties in understanding. But it becomes further difficult if there are students from
more than one linguistic group the teacher may not possess equal command over those
languages. Nevertheless, such cases are very rare.
55. Establishing linkages with GOB line agencies is required for three major purposes
i.e. obtaining permission to recruit teachers, obtain books and getting the schools
officially registered. The project input in this regard can be appreciated. Without
cooperation from the District Primary Education Officers (DPEO) or Thana Education
Officers (TEO) or the Assistant Thana Education Officers (ATEO) the books would not
have been made available to the students of non-registered schools. However, due to
problems in the distribution line and shortage in supply all the books are not available at a
time. The education officers do not impose any restriction on teacher recruitment, as
long there in no budgetary provision is required from their end. Getting registration from
the government is a difficult, if not impossible, task. There are certain criteria
(documents showing ownership of land is the major) are required to fulfill and most of
the schools cannot simply comply with. This is typical education problem in CHT.
Nevertheless, GOB linkages has also helped to improve teachers attendance in the
schools which was one of the major problems in CHT.
56. It needs to be emphasized that no matter how genuine and ambitious the project
inputs are the success achieved is largely due to a coordinated effort of CARE, PNGOs,
SMCs and other groups.
V. GOB Linkages with the Project
57. Both formal and informal linkages with the government is essential for any
development intervention of NGOs. At the inception stage of the CHOLEN project
CARE had to obtain formal approval from several concerned ministries, departments and
agencies of the government and, thereby, became legitimate partner of development.
During implementation stage, the project had to keep regular contact with the local
government and department of line ministry. The PNGOs, SMCs, PTAs and MGs are
also required to keep contact with the government agencies.
58. It was reported during field visit that the DPEO of Khagrachari district has got a
transfer and post is yet to be filled. TEO of Ramgar thana was found in charge but he
comes to the DPEO only once a week. Same was the case in Bandarban where the TEO
of Sadar Thana is holding the position on temporary basis. Nevertheless, the TEO of
Bandarban and two ATEOs of Khagrachari were available for interview.
59. Beside monthly coordination meeting held at District Commissioner’s office the
ATEOs maintain linkage with the project through school visits if falls within respective
clusters. The two ATEOs of Khagrachari informed about a cordial relationship with
ZABARANG and appreciated role of the PNGO in enhancing primary education of the
tribal children. The ATEOs also admitted that for various reasons they cannot supply
books on time to the non-government schools as they have to give priority to the
government schools. Nevertheless, the PNGO does receive books due to a warm
30
relationship with them. The TEO (in charge as DPEO) of Bandarban Sadar was found
not much concerned about CHOLEN schools, except that the PNGOs collect books from
his office. Nevertheless, he did admit the importance of maintaining a good liaison
between government department and non-government schools for greater interest of
education in the region.
60. Mr. Nakshtrya Dev Barman, Honorable Chairman of Hill District Council of
Khagrachari, informed that teachers from tribal communities are given priority in
recruitment and, according to him, about 400 primary school teachers have been recruited
in last 3 years and 52% of them were tribal. During interview Mr. Barman suggested that
the PNGOs or SMCs should see him regarding registration and he would extend all help
in this regard. He was found bit disappointed when he said that the PNGOs and SMCs go
to wrong places and, therefore, get frustrated. He strongly feels that ethnic languages,
even a selected few, must be used in all primary schools.
61. Due to CARE’s reputation as one of the oldest NGOs in the country and the PNGOs
being administered by local residents the liaison with government has developed to a
level of appreciation. Many of the CHOLEN teachers have received training on
Certificate in Education from government institutes and trainers. The reverse is also true
as the CHOLEN project provided training on Activity Based Learning to approxin\mately
353 government school teachers and this implies a cordial relation and mutual benefits
the project enjoyed. Local members of parliament have also made visits to CHOLEN
schools, particularly on national days or annual events.
31
62. The liaison between the project and government could become further strengthened
as almost all the PNGOs are also government’s partners of several other activities i.e.
food for work, immunization, sanitation and health related projects and programs.
63. Success of CHOLEN project is also due to a harmonious relationship with the
traditional power structure. It has been reported that the circle Rajas, Karbaries and the
Headmen of villages patronize the project in various ways, including donating building
materials for community schools, arranging accommodation for the teachers and giving
practical advises whenever warranted. Given the complexities of CHT governance
structure it should be noted that CHOLEN achieved an unparallel degree of access to,
and, cooperation from the government. In a way, it demonstrates how the project inputs
resulted in a changed education environment on a larger scale as villages began to more
actively advocate for their schools.
64. Incorporating government schools both as primary and secondary targets the
CHOLEN project has further paved the way for a better working relationship between
government and CHOLEN teachers and understanding importance of the project to
achieve both gender and ethnic equity. This platform of working together can be
attributed as a positive indicator to minimize ethnic differences, at least in the small
communities. Beside, the project has contributed to promote good governance of
schools i.e. accountability of teachers and SMC members through this collaborative
partnership arrangement.
VI. Partner NGOs in Education Project Management
65. CARE’s input to strengthen the PNGOs are : a) developing trainers on activity-based
learning methods; b) training on monitoring, gender and education, and community
mobilization; c) strengthening financial management; d) follow-up on post training
performance; and e) joint planning and activity review on monthly basis. This part of
assessment has been made in consistent, extent possible, to the stated input of CARE.
66. In depth discussions, using specific indicators, were held with Executive Director
(ED), Liaison Officers (LO), Community Mobilizers (CM) of ZABARNANG, CIPD,
MROCHET and GRAUS. Though only two years ago the ED of ZABARANG has
assumed the present position he has been engaged with the organization since 1995. The
organization has earned a good reputation in Khagrachari for its active participation in
several projects that include CHOLEN of CARE, NFPE of BRAC, Educational
Advocacy of Actionaid, Road Maintenance Project (RMP) of World Food Program
(WFP) and Vulnerable Group Development (VGD) of the Ministry of Women Affairs.
67. ZABRANG became a partner NGO of CHOLEN only in the second phase.
Nevertheless, the organization has already demonstrated its quality performance in
managing and supervising 5 primary and 10 secondary targeted schools. The ED
periodically visits the schools, meets with members of SMCs and MGs. Beside, he
maintains a close liaison with District Primary Education Officer, DC office and other
concerned departments of the government at district level.
33
68. The CM of ZABARANG is directly responsible for the CHOLEN schools in Sadar
Thana. He makes two visits a month for each primary targeted school and each
secondary targeted school is visited every three months. A standard monitoring format of
the organization is used to evaluate performance of the teachers and students.
Feedback of monitoring is delivered to the school teachers and concerned parents so as to
improve if results are not satisfactory and follow up actions are also taken to see that the
situation improves.
69. To activate the management committees i.e. SMC, MG and PTA the LO meets
whenever required. Along with scheduled school visits he also makes home visits to
encourage the families and ensure children’s uninterrupted education. His regular visits
and familiarity with the teachers, students and members of different committees were
positive observed during field visit. The success of CHOLEN project in Khagrachari
can, therefore, be attributed to the strong role played by ZABARANG.
70. CIPD of Baghaichari, Rangamati is another strong partner of CHOLEN project. Both
the Liasion Officer and the Community Mobilizer were found effectively supervising
5 primary and 10 secondary targeted schools in the area. Unlike Khagrachari, the schools
in Baghaichari are remotely located. During rainy season mechanized boats, provided by
CARE, are used for reaching those schools and walking for hours is the usual practice in
dry season. Visiting schools, for example Tanbun Mukh, takes couple of hours to reach
and the PNGO staff has to stay overnight in the field as it is impossible to return on the
34
same day. During office visit the organization was also found keeping all the records and
information organized.
71. Against the context of physical disadvantages and occasional political disturbances
CIPD was observed highly committed and an effective PNGO of the CHOLEN project.
72. During field visit in Bandarban, in depth discussion with two LOs of MROCHET
and GRAUS and three CMs of GRAUS it was noted that these young staffs are highly
motivated and have all the potentialities to keep the CHOLEN schools functioning. Their
regular school visits and close monitoring has brought success of the project.
73. A huge number of demand for new schools under the project is mainly due to a
commendable role of the PNGOs, particularly the concerned LOs and CMs of the
organizations and success examples set by the existing CHOLEN schools.
VII. Project Strength, Shortcomings, Challenges and
Opportunities
74. On the basis of in depth discussion with CARE field staff i.e. Project Managers,
Field Facilitators, Executive Directors, Liaison Officers and Community Mobilizers of
PNGOs, SMC members, members of PTAs and MGs, School Teachers and physical
observation it appears that in the context of CHT the project has several indicators to
highlight the strength, short comings, challenges and opportunities. And all these
dimensions were examined from the project strategy.
75. Strategically, the CHOLEN project aims to address the key problems of education in
the CHT and facilitate a participatory process whereby the tribal communities can take
ownership and management of schools and meet the educational needs of the children
and communities. To this end, the project gives special emphasis on under-served
schools of remote and hard to reach areas and implement in partnership with local nongovernment NGOs.
76. While looking at the situation and context of CHT it is obvious that the communities
in the region are widely dispersed and that the ethnic groups living therein are culturally
different from each other and from the rest of the population in the country. Added to
this, the turbulent situation of the last decades disturbed the smooth functioning of
educational activities. It may, therefore, be assumed that these realities have adversely
36
affected the educational status of the poor, particularly the girls, and a large number of
families have been deprived from the constitutional right to avail educational
opportunities.
77. Considering the above stated strategy of the project and the context of CHT the major
strengths can be enumerated as introduction of activity based teaching that makes
education, at least at primary level, attractive, entertaining and easy understanding.
Uniqueness of the teaching method is that it allows a friendly relationship between the
teachers and students, unlike the conventional lecture method. The educational strategy
also compels the non-vocal students to participate as the vocal students do. Using
teaching materials from locally available resources makes the students familiar with
their ecological surroundings. These changes are key indicators of enhanced
inclusiveness – a key reason for CHOLEN instituting the use of Activity Based Learning.
For promotion of indigenous language and culture, recruitment of local teachers is an
added input. The project, through strong advocacy and awareness campaign by the
SMCs, PTAs and MGs, has been able to create an educational environment that
encourages communities to feel themselves as integral part of the school. This also helps
the over-aged children, particularly the girls, to take advantage of learning. The project
has also been able to develop local leadership and ensured their capacity building through
training, workshops and discussions. Unlike many government schools the CHOLEN
schools are closely monitored by PNGOs and the management committees and, therefore,
37
the dropout rate is insignificant. For the same reason, the teachers also take classes
regularly and the ‘proxy teachers’ system is totally absent. It was strongly felt during
visits that the school teachers, SMC members, MG members and other concerned parties
are seriously concerned about regular attendance of the teachers and students to ensure
quality education and while talking to
the students of different classes the learning achievement was noted with high
satisfaction, except little difficulties with language.
78. Major shortcoming of the project is that it could not yet reach extreme poor families.
The children of these families give more priority in helping their parents. Books are not
timely delivered and more teachers are needed in many schools. CARE’s policy of
tender bidding for any procurement or construction above Tk.5000 discourages the
potential investors to come forward. There is a strong need for GOB registration and the
actions taken in this regard did not make any major breakthrough.
79. The project has ample opportunity to bring more children into the light of education
if number of schools are increased. The project has also created job opportunities for
educated local girls who cannot go to distantly located schools or other vocations and the
trend is expected to continue along with continuation of the project.
80. Centering the schools the project can create revenue generation activities i.e.
horticulture, pisiculture and other income generating activities that would make the
schools financially stronger.
38
81. The project can consider creating residential facilities for the jhum children who
remain absent during plantation and harvesting period.
82. The major challenge to overcome is vested on the commitment of the communities.
In fact, the community remains the sole actor and factor to see functioning of the schools
and by now they have achieved reasonable amount of credibility and strength in this
persuasion.
83. Matrix showing summary on Strength, Weaknesses, opportunities
and Challenges of CHOLEN
Weaknesses
Opportunities
Challenges/Threats
01.activity based
teaching is innovative
technique, attractive,
entertaining and easy
to understand;
01. could not yet
reach a substantive
number of below
poverty level children
in hard to reach
areas;
01.can include more
destitute children if
numbers of schools
are increased;
01. almost all the schools,
different committees and
parents of the pupils are
getting demoralized with
the news that CHOLEN
will discontinue;
02.recruitment of
local teachers helps
promotion of
indigenous language
and culture;
02. books are not
timely available and
there is a dearth of
teachers;
02.accordingly the
local educated girls
will have ample job
opportunities;
02.it will be another major
task to bring the children
back if the schools remain
closed for several months
due to withdrawal of
project support;
03. development of
local leadership
through SMCs, PTAs
and MGs and these
groups also play a
strong role in
advocacy and
awareness building;
03. tender bidding
policy is too strict in
local context;
03.can generate
revenues for schools
through horticulture,
pisiculture and other
income generating
activities.
03.this will also expected to
affect CARE’s credibility
as a development partner;
04. over aged
children, particularly
the girls take
advantage of
learning;
04. most PTAs are
week and members
are unclear about
their roles;
04.more advocacy is
required to address
challenges of CHT
schools and more
involvement of the
Hill District Councils
with the process is
required.
04. a good number of
PNGO staff and school
teachers are apprehensive
about loosing job.
05. strong monitoring
system reduces
dropouts and
enhances teachers
performance.
05. actions being
taken for govt.
registration is slow;
Strengths
06. there is a
tendency of few local
leaders to dominate
the entire affair of
schools management.
Conclusion and Recommendation
The CHOLEN project that was experimentally started in 2000 through a partnership
arrangement with selected local NGOs mainly aimed to create an environment for
education of the disadvantaged tribal children. The initiative, more specifically, targeted
the girl children and tried to promote community awareness. In doing so, the key
considerations i.e. access, inclusiveness and quality of education were thought to be
achieved in collaboration with community dwellers. In its first phase the project
identified only 25 schools in two hill districts those were either dysfunctional in terms of
physical facilities, absence of teachers and insignificant number of students. The
language barrier was also a major obstacle in delivering quality education. The untiring
effort rendered by the PNGOs could mobilize the communities to think and act for
education of their children. formation of school management committees further created a
sense of community ownership of the schools and that sensitized other deprived
communities. Accordingly, the project embarked on its second phase in 2002 and started
to work in all the three districts of CHT incorporating a total of 180 schools. It is almost
after two years of second phase that CARE deems an assessment of the project be made
and the present study has been commissioned in this regard.
Consistent to the objectives the study attempted to make an assessment of the CHOLEN
project and in doing so the project’s importance has been examined in the context of
CHT’s cultural, economic, ethnic and political scenario. The disadvantaged children
II
living in ‘educationally in dark’ families are the prime target of the project that has been
well addressed from a gender disaggregated perspective.
The project has made substantive impact on the very poor communities and the resultant
output in last 4 years deserve due appreciation. The unique activity based learning
method has made education enjoyable and allowed the students to attain a commendable
learning achievement.
The study noted with serious observation that a sense of ownership of the schools by the
communities is very obvious. The Management Committees, parents and other
community members have realized that the schools belong to them and, therefore, it is
their utmost duty to see their proper functioning.
Added to this, the commitment and hard work rendered by the PNGOs deserve due
appreciation. The strong role of the LOs and CMs in mobilizing the families to send the
girl children for schooling and active participation is evinced from increasing number of
girls’ enrollment.
The trained teachers were found seriously imparting the skill with much success. The
local dialects are used in classes whenever the students find difficulties in understanding
The dropout rate is insignificant and close monitoring and home visits by the MGs
have made a major contribution in achieving this success.
III
In certain cases, the schools make special arrangement for the jhum children but the
problem needs to addressed from several perspectives i.e. cooperation of the parents and
adjustment of vacations and holidays.
In general the schools have most facilities but physical structures might need renovations
in future.
The linkages with GOB is mainly maintained by CARE project offices and the PNGOs.
However, the SMC members also take initiatives to collect books and lobbying for
registration.
The study has observed some critical issues which deserve serious attention and, as
recommendation, are put forward here:
The main concern being felt is possible withdrawal of CHOLEN support. The parents,
teachers, management committee members seemed frustrated with this uncertainty. The
community schools may survive, though with difficulties, to sustain with community
assistance. But for many schools, particularly of the second phase, exit of CHOLEN will
possibly have adverse impact on continuation of education, unemployment of the
teachers and the entire community mobilization exercise will be of no meaning. It is,
therefore, recommended that the concerned communities take all initiatives to generate its
own funding, whatever minimum is required, and strongly solicit the government to
salvage from the crisis. It is expected that government will come forward with all
IV
possible assistance as it is committed to ensure EFA within shortest possible time and
meet the target of MDGs.
Getting registered is another problem being faced by the schools. The communities are
desperate to obtain this and trying to convince the concerned offices. The major obstacle
is related to ownership of land, a must for the government. CARE may engage legal
experts to prepare the required document and pursue at all levels to get the schools
registered, at least for few schools initially.
Beside these two critical issues, timely unavailability of books hampers education of the
schools. To resolve this issue GOB official’s cooperation is highly needed.
There is also need to improve physical structure of the schools. The schools having
limited class rooms compels the teachers to allow students of different classes sit in one
single room or in the front yard, which becomes unusable during rainy seasons.
Students and teachers commuting from far places face problems during rain and the roads
through jungles and hills become extremely difficult to use. The local government’s
intervention to improve the condition is imperative.
CARE may replicate the CHOLEN project for other poor ethnic communities living in
the plain land, where the need is strongly felt and local NGOs may come forward as
partners.
Above all, CARE may take initiative in collaboration with GOB officials to convince the
local representatives in parliament to visit some of the CHOLEN schools and that surely
V
will have a positive impact on education of the poor children, school facilities, ease the
process of registration and moral strength and confidence among the teachers, SMCs,
MGs, PTAs and the entire community.
The above recommendations are to be addressed according to priority and criticality of
the issues and that has to be determined through workshop with representatives from
CARE, PNGOs, teachers, SMCs, MGs, PTAs, parents and key persons in the
communities.
Annex 1
LIST OF SCHOOLS VISITED
KHAGRACHARI DISTRICT
Rowa Shaya Registered Primary School, Khagrachari Sadar
Tholipara Community Primary School, Khagrachari Sadar
Jadurampara Government Primary School, Khagrachari Sadar
RANGAMATI DISTRICT
West Khedarmara Primary School, Baghaichari
Tangum Mukh Community Primary School, Baghaichari
Durchari Government Primary School, Baghaichari
BANDARBAN DISTRICT
Bighna Shen Para Low Cost Primary School, Rowangchari
Khawmong Khawa Community School, Bandarban Sadar
Baitta para Community School, Bandarban Sadar
Bagmara Government Primary School, Bandarban Sadar
Annex 2
Status of CHOLEN Teachers Interviewed in the Assessment Study
Male Female Level
Ethnicity Length of
Completed
&
service
Religion
Name of School
Bandarban
Khawmong Khawa
Commmunity School
Baitta Para Community
School
2
1
Bighna Sen Para
Low Cost Community School
2
SSC & HSC
Marma
Buddhist
6 months
3 years
SSC
Mro
Karma
1 year
SSC & HSC
Bangali
Hindu
3 years
Marma
Buddhist
3 years
Khagrachari
Rowachaya Registered
Primary non-Government
School
Tholipara Community
School
2
SSC
Chakma
Marma
Buddhist
1 year
11 months
2
SSC & HSC
Tripura
Hindu
12 years
12 years
1
SSC
Tripura
1 year & 6
months
Jadurampara Govt. Primary
School
Rangamati
Tangunmukh Community
School
1
1
SSC
Chakma
Buddhist
8 years
West Khedarmara
Community School
2
1
B.A, HSC &
SSC
Chakma
Buddhist
3 years
1
B.A
Chakma
Buddhist
3 years
Durchari Govt. Primary
School
Annex 3
Table showing names of the districts, name of the schools, Implementing PNGOs
and dominant ethnic group.
Districts
Schools
Partner Organizations
Ethnicity of Students
Bandarban
1.Bighna Shen Low Cost
Rural Primary School
GRAUS
Mro, Tangchangya &
Marma
2. Khamong wa Primary School
GREEN HILL
Marma
MROCHET
Mro
Government (non-CHOLEN)
Mro, Marma & Bawm
ZABARANG
Chakma & Tripura
2.Tholi Para Community
Primary School
ZABARANG
Tripura
3. Jaduram Para Primary
School
GOVT & ZABARANG
Tripura
CIPD
Chakma
2. West Khedarmara nongovernment Primary School
CIPD
Chakma
3. Durchari Govt. Primary
School
GOVT & CIPD
Chakma
3.Baitta Para Primary School
4. Bagmara Govt. Primary
School
Khagrachari
Rangamati
1. Rowa Shaya Reg. non-Govt.
Primary School
1.Tambun Mukh Community
Primary School
Annex 4
LIST OF PERSONS INTERVIEWED
Nakshtra Lal Dev Barman, Chairman, Hill District Council, Khagrachari
Krishna Lal Dev Nath, Assistant Thana Education Officer, Khagrachari
Bela Rani Das, Assistant Thana Education Officer, Khagrachari
Monsur Ali, Thana Education Officer, Bandarban
Shumitra Chakma, Project Manager, CARE Rangamati
Sharat Kumar Chakma, Field Facilitator, CARE Rangamati
Shahnaz Islam, Project Manager, CARE Bandarban
Mathura Tripura, Executive Director, ZABARANG, Khagrachari
Tapan Tripura, Liason Officer, ZABARANG, Khagrachari
Tejodipta Chakma, Liason Officer, CIPD, Baghaichari, Rangamati
Profulla Kumar Chakma, Community Mobilizer, CIPD, Baghaichari, Rangamati
Menpong Mro, Liason Officer, MROCHET, Bandarban
U Mong Sing, Liason Officer, GRAUS, Ruma, Bandarban
Lal Cheusang Bawm, Community Mobilizer, GRAUS, Bandarban
Mong A Hla Marma, Community Mobilizer, GRAUS, Bandarban
Mong Kye Ching Marma, Community Mobilizer, GRAUS, Bandarban
Shontosh Kumar Tripura, Green Hill, Khagrachari
Annex 4
ii
President and Members of School Management Committee, Tholipara Community
School, Khagrachari
President and Members of Mothers Group, Tholipara Community School,
Khagrachari
President and Members of School Management Committee, Rowa Shaya Registered
Non-government Primary School, Khagrachari
President and Members of School Management Committee, Bagmara Government
Primary School, Bandarban
President and Members of Parent-Teachers Association, Durchari Government
Primary School, Baghaichari, Rangamati
President and Members of School Management Committee, Durchari Government
Primary School, Baghaichari, Rangamati
President and Members of School Management Committee, Khamong khawa
Community School, Bandarban
President (Karbari) and Members of School Management Committee, Bighna Shen
Para Low Cost Rural Primary School, Rowangchari, Bandarban
President and Members of School Management Committee, Baitta Para Community
School, Bandarban
President and Members of Parent Teachers Association, Baitta Para Community
School, Bandarban
Annex 4
iii
President and Members of School Management Committee, Tanbun Mukh
Community School, Baghaichari, Rangamati
President and Members of Mothers Group, Tanbun Mukh Community School,
Baghaichari, Rangamati
President and Members of School Management Committee, West Khedarmara
Community School, Baghaichari, Rangamati
President and Members of Mothers Group, West Khedarmara Community School,
Baghaichari, Rangamati
President and Members of School Management Committee, Noonchari Community
School, Khagrachari
President and Members of School Management Committee, Jaduram Para
Government Primary School, Khagrachari
REFERENCES
CARE 2003. Annual Report (October 2003 to September 2004)
CARE, 2004. Semi Annual Report (October 2003 to March 2004)
CARE, 2004. Grading Criterion for Primary Schools (selected schools only)
Gomez, Monica 2001. CHOLEN Project Annual Report on BEI GRANT, Reporting
Period October 2000 to September 2001, CARE Bangladesh
Nath, Samir Ranjan. 2001. Enrollment and Literacy. Counting The Hills : Assessing
Development in Chittagong Hill Tracts. ed. Mohammad Rafi and A. Mustaque R.
Chowdhury. The University Press Limited.
Phil Sutter. 2000. LIVELIHOOD SECURITY IN THE CHITTAGONG HILL
TRACTS Findings from a rural Assessment Undertaken. CASRE (mimeo)
URL
www.newhorizons.org/trans/international/chowdhury.html